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Unit 2 Inspiring People Section B (1a-1f) 教案
—— 阅读课：The Inspiring Seed Scientist 钟扬事迹（人教版九年级上册 2026-2027学年）
课题 Unit 2 Inspiring People Section B (1a-1f) 学科 英语
年级 九年级 教材版本 人教版（2024）
课时 第 1 课时 课型 阅读课
教学方法 任务型阅读法、情境教学法、合作探究法 教学用具 多媒体课件、黑板、粉笔
学情分析 九年级学生已在本单元Section A中掌握了It is/was + adj. + (of/for sb.) to do sth.和It is/was...that...两大核心句型，具备一定的词汇基础和阅读能力。本课为阅读课，文本介绍种子科学家钟扬扎根高原、无私奉献的事迹，篇幅较长、信息量大。学生需要运用略读、扫读策略梳理人物经历与精神品质，但部分学生在长难句理解、段落主旨归纳和语境猜词方面仍有困难，需要教师借助时间线、段落匹配等结构化工具搭建阅读支架，引导学生从信息提取走向精神感悟。
教学目标 ①语言能力：掌握scientific、whole、forever、leave behind、collection、live on、exploration等重点词汇，能读懂钟扬科研事迹的完整语篇，运用目标句型复述人物事迹、评价人物品质。②学习能力：掌握通读略读、找主旨、抓细节的阅读策略，学会借助关键词梳理人物故事类文本结构，借助时间线复述故事。③思维品质：通过梳理段落脉络、提取核心信息培养归纳概括的逻辑思维，通过分析人物行为背后的精神品质培养辩证评价能力。④文化意识：体会中国科研工作者敬业坚守、甘于奉献、担当报国的崇高精神，增强民族自豪感与文化自信。
教学重难点 重点：掌握阅读文本重点词汇和人物话题表达，理清文章叙事顺序和主要内容；能够读懂钟扬的科研经历与奉献事迹，运用本单元It句型评价人物品质。难点：结合文本细节精准辨析of/for句型评价人物品质与事件难度；深入理解文本背后的精神内涵，跳出浅层信息提取，结合自身感悟对榜样精神进行合理阐述。
一、教学过程
Step 1 Warm-up（视频导入与学习目标明确）（3~5 min）
【教师活动】T: Good morning, class! Today we'll start Section B. Let's first watch a short video about a great Chinese scientist. While watching, think about: Who is he What did he do
【学生活动】Ss: (学生观看视频，初步感知钟扬这位科学家的形象，了解他与种子研究的关系)
【教师活动】T: Now let's look at our learning objectives. Please read the four objectives: language ability, thinking quality, learning ability and cultural awareness. Today we'll focus on reading about an inspiring seed scientist.
【教师活动】T: Let's see the teaching points. The key point is to master key vocabulary, understand the text structure and main content. The difficult point is to deeply understand the spirit behind the text and use It-patterns to evaluate people.
【知识点】学习目标四维度：语言能力（掌握词汇、读懂语篇、复述评价）、思维品质（归纳概括、辩证评价）、学习能力（略读扫读策略、时间线梳理）、文化意识（科研报国精神、民族自豪感）。
【过渡语】通过视频我们初步认识了钟扬这位科学家。接下来让我们读前预测，了解种子科学家是做什么的。
Step 2 1a 读前预测 Pre-reading（3~5 min）
【教师活动】T: Now Activity 1a. Look at the title of the text — The Inspiring Seed Scientist. What do you think a seed scientist does Do you think it is an interesting job Discuss with your partner.
【学生活动】Ss: (学生两人一组讨论，预测种子科学家的工作内容：研究植物、收集种子、在种子库中储存种子、培训学生等，并分享自己认为这份工作是否有意义)
【知识点】1a读前预测：种子科学家的工作包括——studies plants and collects seeds（研究植物并收集种子）、store seeds in seed banks（在种子库储存种子）、do research on plants（研究植物）、help train more people（培训更多人员）。通过标题预测激活学生背景知识，建立阅读期待。
【过渡语】大家对种子科学家的工作有了初步认识。接下来快速阅读全文，找出文中的种子科学家是谁，他做了什么。
Step 3 1b 快速阅读 Fast Reading（6~8 min）
【教师活动】T: Now Activity 1b. Read the text quickly and answer: Who was the seed scientist What did he do Let's read Paragraphs 1 and 2 first. Pay attention to the key information — his name, his job, and his contributions.
【学生活动】Ss: (学生快速阅读第1-2段，提取关键信息：钟扬是中国教授、生物学家，一生研究植物和种子，为中国的种子库收集了大量重要种子，1964年出生，15岁入大学，先学无线电工程后对植物产生兴趣)
【教师活动】T: Continue reading Paragraphs 3 to 5. Find out what he did in Xizang, how he trained students, and what he left behind.
【学生活动】Ss: (学生阅读第3-5段，提取信息：2001年赴西藏采集种子、忍受严寒高海拔、培训当地学生成为科研人员、团队收集了超过4000万颗种子约1000种植物、他的精神通过学生传承下去)
【知识点】1b文本核心信息：①钟扬——中国教授、生物学家，2017年9月25日因车祸去世；②一生研究植物和种子，为中国种子库收集大量重要种子；③种子库保护各类植物种子，确保重要植物不会永远消失；④1964年出生，15岁入大学学无线电工程，后转向植物研究，成为复旦大学教授；⑤2001年赴西藏采集种子，忍受严寒高海拔；⑥培训当地学生，团队收集超4000万颗种子约1000种植物；⑦精神通过学生传承——It was brave of him to brave the cold weather and great heights.
【过渡语】全文大意已经掌握。接下来通过选择题检验对文章体裁和写作目的的理解。
Step 4 1c 选择题与文本结构分析（5~7 min）
【教师活动】T: Activity 1c. Read the article quickly and select the correct answer. Question 1: What is the genre of the passage Question 2: What is the main purpose Let's do it together.
【学生活动】Ss: (学生完成两道选择题：第1题选B——传记，介绍中国科学家；第2题选C——讲述钟扬的激励故事和他一生的工作)
【教师活动】T: Now let's analyze the text structure. Skim through the article and divide it into main sections. We have Part 1 (Para 1) Introduction, Part 2 (Para 2) Background & Interest Origin, Part 3 (Para 3-4) Core Achievements, Part 4 (Para 5) Conclusion & Legacy.
【学生活动】Ss: (学生梳理文本四部分结构：第1段引入钟扬去世与一生工作；第2段早年生活与兴趣起源；第3-4段西藏采集种子与培训学生；第5段精神传承与结语)
【知识点】1c与文本结构：①体裁为传记（biography），答案选B；②写作目的为讲述钟扬的激励故事和一生工作，答案选C；③文章四部分结构——Introduction(Para 1)→Background & Interest Origin(Para 2)→Core Achievements & Dedication(Para 3-4)→Conclusion & Legacy(Para 5)。
【过渡语】文章的整体结构和主旨已清晰。接下来通过段落匹配和事件排序深入理解细节。
Step 5 1d 段落匹配与 1e 时间线排序（6~8 min）
【教师活动】T: Activity 1d. Read again and match each paragraph with its topic. Paragraphs 1-5 match with topics A-E. Let's work in pairs and discuss the main idea of each paragraph.
【学生活动】Ss: (学生两人一组完成段落匹配：Para 1-B（钟扬与种子库介绍）、Para 2-D（对种子产生兴趣）、Para 3-E（赴西藏采集种子）、Para 4-A（培训当地学生）、Para 5-C（他留下的精神遗产）)
【教师活动】T: Now Activity 1e. Fill in the blanks with information from the text, then put the events into a timeline. Let's find the answers first: B entered university at 15, C began a programme, D died in 2017, E studied radio engineering and later became interested in plants, F travelled around Xizang to collect seeds.
【学生活动】Ss: (学生根据文本填空并排序：A-Zhong Yang was born(1964) → B-entered university(15岁) → E-studied radio engineering/later became interested in plants → F-travelled around Xizang to collect seeds → C-began a programme to train students → D-died in 2017)
【教师活动】T: Let's check the timeline. The correct order is: 1964 → A → B → E → F → C → D → 2017. Now practice telling the story of Zhong Yang in your own words using this timeline.
【学生活动】Ss: (学生对照时间线复述钟扬的故事，练习用目标句型描述人物经历)
【知识点】1d/1e细节理解：①段落匹配答案——P1-B、P2-D、P3-E、P4-A、P5-C；②时间线排序——1964出生→15岁入大学→学无线电工程后转向植物→赴西藏采集种子→启动培训项目→2017去世；③复述策略：借助时间线梳理人物故事脉络，使用It was difficult for him to brave...等句型评价人物经历。
【过渡语】段落匹配和时间线排序完成。接下来理解文中重点句子的含义，学习语境猜词策略。
Step 6 1f 句意理解与语境猜词（4~6 min）
【教师活动】T: Activity 1f. Explain the meanings of these sentences in your own words. Pay attention to the underlined words. Sentence 1: It was very difficult for him to brave the cold weather and great heights. The underlined word is brave. Here brave is used as a verb, meaning to face and get through.
【学生活动】Ss: (学生用自己的话解释句子：第1句brave作动词，意为勇敢面对、经受，整句意为对他来说勇敢面对严寒和高海拔非常困难；第2句live on意为继续存在、流传，整句意为他对工作的热爱在学生中延续)
【教师活动】T: The reading strategy here is Using context. Examining a sentence's context may help you guess and learn the meanings of difficult words and phrases. When you meet a new word, look at the sentences before and after it to infer the meaning.
【知识点】1f句意理解与阅读策略：①brave在此处作动词，意为勇敢面对、经受，It was very difficult for him to brave the cold weather and great heights.（for句型描述事物难度）；②live on意为继续存在、流传，His love for his job and research lives on in his students.；③阅读策略Using context——利用语境猜测难词和短语含义，通过分析上下文推断词义。
【过渡语】句意理解和猜词策略已掌握。接下来进行读后讨论，深入思考钟扬的精神品质。
Step 7 读后讨论 Post-reading Discussion（5~7 min）
【教师活动】T: Now let's discuss. Question 1: Why did Zhong Yang want more people to do seed collection and research Question 2: What makes Zhong Yang admirable What can we learn from him Discuss in groups of four.
【学生活动】Ss: (学生小组讨论：第1题——他希望拯救更多植物种子，知道个人力量有限，需要更多人完成这项艰苦而重要的工作，培训年轻研究者让有意义的工作持续下去；第2题——他一生奉献、勇敢面对严寒高海拔令人敬佩，我们学到应坚持梦想永不放弃)
【教师活动】T: Question 3: What other admirable scientists do you know of What can you learn from their stories Think about Yuan Longping, Tu Youyou, or other scientists you know.
【学生活动】Ss: (学生分享自己知道的可敬科学家，如袁隆平——努力让更多人吃饱饭，学到耐心和永不放弃的精神)
【知识点】读后讨论：①钟扬希望更多人参与的原因——个人力量有限，培训年轻人让工作持续，It is important for more people to do this work.；②令人敬佩的品质——一生奉献（lifelong devotion）、勇敢面对困难（brave the cold weather and great heights），可用It was brave of him to...评价；③精神启示——坚持梦想、永不放弃、服务社会；④拓展联系其他科学家（袁隆平、屠呦呦等），对比中外榜样人物的共通精神。
【过渡语】讨论深入理解了钟扬的精神品质。接下来学习课文重点词汇。
Step 8 重点词汇详解 Vocabulary（6~8 min）
【教师活动】T: Let's learn the key words. First, scientific — adjective, meaning “科学的”. Collocations: scientific research, scientific method, scientific world, scientific name. Distinguish scientific/science/scientist — they are cognates but different parts of speech.
【学生活动】Ss: (学生学习scientific的搭配和派生词science/scientist/scientifically，辨析词性差异)
【教师活动】T: whole — adjective/noun, meaning “全部的，整个的”. Collocations: spend one's whole life, the whole of, as a whole, on the whole. Distinguish whole/all: whole modifies singular nouns emphasizing completeness; all modifies plural or uncountable nouns.
【教师活动】T: bank — noun/verb. As noun: seed bank, on the bank of. As verb: bank on sb./sth. Distinguish bank/shore/coast: bank for rivers/lakes, shore for sea/lake waterfront, coast for coastal areas.
【学生活动】Ss: (学生学习whole和bank的用法，辨析whole/all和bank/shore/coast的区别)
【教师活动】T: forever — adverb, meaning “永远”. Collocations: live forever, last forever, forever and ever. Distinguish forever/always/ever: forever for permanence, always for frequency, ever for questions/negatives.
【教师活动】T: leave behind — meaning “留下，遗留”. Three uses: ① leave behind results/spirit (Zhong Yang left behind lots of seeds.); ② leave behind items (I left my keys behind.); ③ leave behind people (He left others far behind.). Distinguish leave behind/leave out/leave for.
【学生活动】Ss: (学生学习forever和leave behind的三种用法，辨析leave behind/leave out/leave for)
【教师活动】T: collection — noun, meaning “收集，收藏品”. Collocations: a large collection of, make a collection. Distinguish collection/collect (noun vs verb) and collection/gathering (systematic vs temporary).
【教师活动】T: live on — meaning “继续存在，流传下去”. Distinguish live on/live in/live at (food/spirit vs large place vs small place) and live on/keep on/go on, live on/carry on.
【教师活动】T: exploration — noun, meaning “探索，探究”. Collocations: scientific exploration, space exploration. Distinguish exploration/research: exploration for fieldwork and discovery, research for theoretical study.
【知识点】重点词汇总结：①scientific(adj.科学的)辨析science/scientist；②whole(adj.全部的)辨析all（whole修饰单数、all修饰复数/不可数）；③bank(n.银行/岸)辨析shore/coast；④forever(adv.永远)辨析always/ever；⑤leave behind(留下/遗留)三种用法，辨析leave out/leave for；⑥collection(n.收集)辨析collect(动词)/gathering(聚集)；⑦live on(流传/以...为食)辨析live in/live at/keep on/go on/carry on；⑧exploration(n.探索)辨析research（实地考察vs理论研究）。
【过渡语】词汇学习完成。最后进行课堂总结和布置作业。
Step 9 Summary & Homework（2~3 min）
【教师活动】T: Let's summarize. Today we read about Zhong Yang — the inspiring seed scientist. He spent his whole life researching plants and seeds, collected over 40 million seeds in Xizang, trained local students, and his spirit lives on. We learned reading strategies: skimming for main ideas, matching paragraphs, building timelines, and using context to guess word meanings.
【学生活动】Ss: (学生回顾钟扬事迹和阅读策略，整理课堂笔记，巩固重点词汇和It句型评价人物的方法)
【教师活动】T: Homework: review the words learned in this class, and preview the content for the next class. Please write a short paragraph about an inspiring scientist you know, using at least three It-pattern sentences.
【知识点】本课总结：①钟扬事迹——一生研究种子、赴西藏采集超4000万颗种子、培训学生、精神传承；②阅读策略——略读找主旨、段落匹配梳理结构、时间线排序复述故事、语境猜词；③重点词汇8个——scientific/whole/bank/forever/leave behind/collection/live on/exploration；④It句型评价人物——It was brave of him to brave the cold weather... / It is important for more people to do this work.
【过渡语】本节课我们通过阅读钟扬的事迹，不仅学习了阅读策略和重点词汇，更感受到了中国科研工作者敬业奉献、担当报国的崇高精神。Please review and recite. See you next class!
二、板书设计（三栏式）
文本结构与时间线 重点词汇与短语 阅读策略与It句型
The Inspiring Seed Scientist P1: Introduction（钟扬去世与一生工作） P2: Background（1964出生，15岁入大学） P3-4: Achievements（西藏采集种子+培训学生） P5: Legacy（精神传承） 时间线：1964→入学→学工程→转向植物→ 赴西藏→培训项目→2017去世 scientific adj.科学的（science/scientist） whole adj.全部的（whole+单数，all+复数） bank n.银行/岸（seed bank 种子库） forever adv.永远（last forever） leave behind 留下/遗留（三种用法） collection n.收集（collect v. 收集） live on 流传/以...为食 exploration n.探索（explore v.） 阅读策略： ① Skimming 略读找主旨 ② Paragraph matching 段落匹配 ③ Timeline 时间线排序 ④ Using context 语境猜词 It句型评价： It was brave of him to brave the cold... It is important for more people to do... It was inspiring that his spirit lives on.
段落匹配答案： P1→B P2→D P3→E P4→A P5→C 1c答案：1-B（传记） 2-C（讲述激励故事） 1e时间线：A→B→E→F→C→D 易混辨析： whole/all（单数vs复数/不可数） bank/shore/coast（河湖岸/海岸/海岸线） forever/always/ever（永久/频率/曾经） leave behind/leave out/leave for live on/live in/live at exploration/research（实地vs理论） 1f句意理解： brave（动词）勇敢面对 live on 继续存在、流传 核心精神： lifelong devotion 一生奉献 brave difficulties 勇敢面对困难 train students 培训学生 spirit lives on 精神传承
Unit 2 Inspiring People Section B (1a-1f) 阅读课 — The Inspiring Seed Scientist 钟扬

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